This paper describes Morehead State University's support of the Kentucky Education Reform Act through mini-grants to public school teachers to help them implement state reform mandates and guidelines in the classroom through in-school action research projects. Morehead State University funded 18 mini-grants to 14 different schools in 11 different districts. The projects integrated action research with motivation theory and adult learning that emphasized job-embedded study and practice. Teachers involved in the projects studied their practice in a rational and methodical fashion, contributed to the profession's knowledge base, wrote and reflected on their work, and collaborated with other professionals in pairs or teams. Five themes emerged in participants view of the projects: (1) validation of self-efficacy; (2) enhanced communication; (3) opportunities to visit teachers in other schools; (4) parent involvement; and (5) acquiring materials. Some conclusions drawn from the Morehead State University project were: the mini-grant action research format encouraged instructional dialogue and teacher collaboration; university faculty were encouragers rather than experts on design; and statistics seemed to foster teachers commitment to their own projects. A Teacher Survey of Mini-grant Project is included in the report. (Contains 13 references.) (MAH)